TY  - JOUR
A1  - Adrián-Martínez, S.
A1  - Ageron, M.
A1  - Aharonian, F.
A1  - Aiello, S.
A1  - Albert, A.
A1  - Ameli, F.
A1  - Annasontzis, E.
A1  - Andre, M.
A1  - Androulakis, G.
A1  - Anghinolfi, M.
A1  - Anton, G.
A1  - Ardid, M.
A1  - Avgitas, T.
A1  - Barbarino, G.
A1  - Baret, B.
A1  - Barrios-Martí, J.
A1  - Belhorma, B.
A1  - Belias, A.
A1  - Berbee, A.
A1  - van den Berg, A.
A1  - Bertin, V.
A1  - Beurthey, S.
A1  - van Beeveren, V.
A1  - Beverini, N.
A1  - Biagi, S.
A1  - Biagioni, A.
A1  - Billault, M.
A1  - Bondì, M.
A1  - Bormuth, R.
A1  - Bouhadef, B.
A1  - Bourlis, G.
A1  - Bourret, S.
A1  - Boutonnet, C.
A1  - Bouwhuis, M.
A1  - Bozza, C.
A1  - Bruijn, R.
A1  - Brunner, J.
A1  - Buis, E.
A1  - Busto, J.
A1  - Cacopardo, G.
A1  - Caillat, L.
A1  - Calmai, M.
A1  - Calvo, D.
A1  - Capone, A.
A1  - Caramete, L.
A1  - Cecchini, S.
A1  - Celli, S.
A1  - Champion, C.
A1  - Cherkaoui El Moursli, R.
A1  - Cherubini, S.
A1  - Chiarusi, T.
A1  - Circella, M.
A1  - Classen, L.
A1  - Cocimano, R.
A1  - Coelho, J. A. B.
A1  - Coleiro, A.
A1  - Colonges, S.
A1  - Coniglione, R.
A1  - Cordelli, M.
A1  - Cosquer, A.
A1  - Coyle, P.
A1  - Creusot, A.
A1  - Cuttone, G.
A1  - D'Amico, A.
A1  - De Bonis, G.
A1  - De Rosa, G.
A1  - De Sio, C.
A1  - Di Capua, F.
A1  - Di Palma, I.
A1  - Díaz García, A. F.
A1  - Distefano, C.
A1  - Donzaud, C.
A1  - Dornic, D.
A1  - Dorosti-Hasankiadeh, Q.
A1  - Drakopoulou, E.
A1  - Drouhin, D.
A1  - Drury, L.
A1  - Durocher, M.
A1  - Eberl, T.
A1  - Eichie, S.
A1  - van Eijk, D.
A1  - El Bojaddaini, I.
A1  - El Khayati, N.
A1  - Elsaesser, D.
A1  - Enzenhöfer, A.
A1  - Fassi, F.
A1  - Favali, P.
A1  - Fermani, P.
A1  - Ferrara, G.
A1  - Filippidis, C.
A1  - Frascadore, G.
A1  - Fusco, L. A.
A1  - Gal, T.
A1  - Galatà, S.
A1  - Garufi, F.
A1  - Gay, P.
A1  - Gebyehu, M.
A1  - Giordano, V.
A1  - Gizani, N.
A1  - Gracia, R.
A1  - Graf, K.
A1  - Grégoire, T.
A1  - Grella, G.
A1  - Habel, R.
A1  - Hallmann, S.
A1  - van Haren, H.
A1  - Harissopulos, S.
A1  - Heid, T.
A1  - Heijboer, A.
A1  - Heine, E.
A1  - Henry, S.
A1  - Hernández-Rey, J. J.
A1  - Hevinga, M.
A1  - Hofestädt, J.
A1  - Hugon, C. M. F.
A1  - Illuminati, G.
A1  - James, C. W.
A1  - Jansweijer, P.
A1  - Jongen, M.
A1  - de Jong, M.
A1  - Kadler, M.
A1  - Kalekin, O.
A1  - Kappes, A.
A1  - Katz, U. F.
A1  - Keller, P.
A1  - Kieft, G.
A1  - Kießling, D.
A1  - Koffeman, E. N.
A1  - Kooijman, P.
A1  - Kouchner, A.
A1  - Kulikovskiy, V.
A1  - Lahmann, R.
A1  - Lamare, P.
A1  - Leisos, A.
A1  - Leonora, E.
A1  - Lindsey Clark, M.
A1  - Liolios, A.
A1  - Llorenz Alvarez, C. D.
A1  - Lo Presti, D.
A1  - Löhner, H.
A1  - Lonardo, A.
A1  - Lotze, M.
A1  - Loucatos, S.
A1  - Maccioni, E.
A1  - Mannheim, K.
A1  - Margiotta, A.
A1  - Marinelli, A.
A1  - Mariş, O.
A1  - Markou, C.
A1  - Martínez-Mora, J. A.
A1  - Martini, A.
A1  - Mele, R.
A1  - Melis, K. W.
A1  - Michael, T.
A1  - Migliozzi, P.
A1  - Migneco, E.
A1  - Mijakowski, P.
A1  - Miraglia, A.
A1  - Mollo, C. M.
A1  - Mongelli, M.
A1  - Morganti, M.
A1  - Moussa, A.
A1  - Musico, P.
A1  - Musumeci, M.
A1  - Navas, S.
A1  - Nicoleau, C. A.
A1  - Olcina, I.
A1  - Olivetto, C.
A1  - Orlando, A.
A1  - Papaikonomou, A.
A1  - Papaleo, R.
A1  - Păvălaş, G. E.
A1  - Peek, H.
A1  - Pellegrino, C.
A1  - Perrina, C.
A1  - Pfutzner, M.
A1  - Piattelli, P.
A1  - Pikounis, K.
A1  - Poma, G. E.
A1  - Popa, V.
A1  - Pradier, T.
A1  - Pratolongo, F.
A1  - Pühlhofer, G.
A1  - Pulvirenti, S.
A1  - Quinn, L.
A1  - Racca, C.
A1  - Raffaelli, F.
A1  - Randazzo, N.
A1  - Rapidis, P.
A1  - Razis, P.
A1  - Real, D.
A1  - Resvanis, L.
A1  - Reubelt, J.
A1  - Riccobene, G.
A1  - Rossi, C.
A1  - Rovelli, A.
A1  - Saldaña, M.
A1  - Salvadori, I.
A1  - Samtleben, D. F. E.
A1  - Sánchez García, A.
A1  - Sánchez Losa, A.
A1  - Sanguineti, M.
A1  - Santangelo, A.
A1  - Santonocito, D.
A1  - Sapienza, P.
A1  - Schimmel, F.
A1  - Schmelling, J.
A1  - Sciacca, V.
A1  - Sedita, M.
A1  - Seitz, T.
A1  - Sgura, I.
A1  - Simeone, F.
A1  - Siotis, I.
A1  - Sipala, V.
A1  - Spisso, B.
A1  - Spurio, M.
A1  - Stavropoulos, G.
A1  - Steijger, J.
A1  - Stellacci, S. M.
A1  - Stransky, D.
A1  - Taiuti, M.
A1  - Tayalati, Y.
A1  - Tézier, D.
A1  - Theraube, S.
A1  - Thompson, L.
A1  - Timmer, P.
A1  - Tönnis, C.
A1  - Trasatti, L.
A1  - Trovato, A.
A1  - Tsirigotis, A.
A1  - Tzamarias, S.
A1  - Tzamariudaki, E.
A1  - Vallage, B.
A1  - Van Elewyk, V.
A1  - Vermeulen, J.
A1  - Vicini, P.
A1  - Viola, S.
A1  - Vivolo, D.
A1  - Volkert, M.
A1  - Voulgaris, G.
A1  - Wiggers, L.
A1  - Wilms, J.
A1  - de Wolf, E.
A1  - Zachariadou, K.
A1  - Zornoza, J. D.
A1  - Zúñiga, J.
T1  - Letter of intent for KM3NeT 2.0
JF  - Journal of Physics G-Nuclear and Particle Physics
N2  - The main objectives of the KM3NeT Collaboration are (i) the discovery and subsequent observation of high-energy neutrino sources in the Universe and (ii) the determination of the mass hierarchy of neutrinos. These objectives are strongly motivated by two recent important discoveries, namely: (1) the high-energy astrophysical neutrino signal reported by IceCube and (2) the sizable contribution of electron neutrinos to the third neutrino mass eigenstate as reported by Daya Bay, Reno and others. To meet these objectives, the KM3NeT Collaboration plans to build a new Research Infrastructure consisting of a network of deep-sea neutrino telescopes in the Mediterranean Sea. A phased and distributed implementation is pursued which maximises the access to regional funds, the availability of human resources and the synergistic opportunities for the Earth and sea sciences community. Three suitable deep-sea sites are selected, namely off-shore Toulon (France), Capo Passero (Sicily, Italy) and Pylos (Peloponnese, Greece). The infrastructure will consist of three so-called building blocks. A building block comprises 115 strings, each string comprises 18 optical modules and each optical module comprises 31 photo-multiplier tubes. Each building block thus constitutes a three-dimensional array of photo sensors that can be used to detect the Cherenkov light produced by relativistic particles emerging from neutrino interactions. Two building blocks will be sparsely configured to fully explore the IceCube signal with similar instrumented volume, different methodology, improved resolution and
KW  - neutrino astronomy
KW  - eutrino physics
KW  - deep sea neutrino telescope
KW  - neutrino mass hierarchy
Y1  - 2016
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-188050
VL  - 43
IS  - 8
ER  - 
TY  - JOUR
A1  - Lugrin, Jean-Luc
A1  - Latoschik, Marc Erich
A1  - Habel, Michael
A1  - Roth, Daniel
A1  - Seufert, Christian
A1  - Grafe, Silke
T1  - Breaking Bad Behaviors: A New Tool for Learning Classroom Management Using Virtual Reality
JF  - Frontiers in ICT
N2  - This article presents an immersive virtual reality (VR) system for training classroom management skills, with a specific focus on learning to manage disruptive student behavior in face-to-face, one-to-many teaching scenarios. The core of the system is a real-time 3D virtual simulation of a classroom populated by twenty-four semi-autonomous virtual students. The system has been designed as a companion tool for classroom management seminars in a syllabus for primary and secondary school teachers. This will allow lecturers to link theory with practice using the medium of VR. The system is therefore designed for two users: a trainee teacher and an instructor supervising the training session. The teacher is immersed in a real-time 3D simulation of a classroom by means of a head-mounted display and headphone. The instructor operates a graphical desktop console, which renders a view of the class and the teacher whose avatar movements are captured by a marker less tracking system. This console includes a 2D graphics menu with convenient behavior and feedback control mechanisms to provide human-guided training sessions. The system is built using low-cost consumer hardware and software. Its architecture and technical design are described in detail. A first evaluation confirms its conformance to critical usability requirements (i.e., safety and comfort, believability, simplicity, acceptability, extensibility, affordability, and mobility). Our initial results are promising and constitute the necessary first step toward a possible investigation of the efficiency and effectiveness of such a system in terms of learning outcomes and experience.
KW  - virtual reality training
KW  - immersive classroom management
KW  - immersive classroom
KW  - virtual agent interaction
KW  - student simulation
Y1  - 2016
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-147945
VL  - 3
IS  - 26
ER  -